PHYSICAL LITERACY HANDBOOK - Ota · PHYSICAL LITERACY HANDBOOK For more information on Raise the Net, the LTAD and ... fundamental movement skIlls When teaching physical literacy

PHYSICAL LITERACY HANDBOOK

A Sport for Life.

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For more information on Raise the Net, the LTAD and other useful resources, please visit tennisontario.com

Contents• IntroduCtIon• PhysICal lIteraCy What Is PhysICal lIteraCy Who benefIts CoaChIng develoPment ComPlementary sPorts

• KIds’ tennIs struCture

Court struCture

• Warm-uP aCtIvItIes

• develoPIng

• fundamentals

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11

18 • ConClusIon aCKnoWledgments

• Colour Coded dIfferentIal learnIng

• aCtIve start

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12

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IntroductIon

The Ontario Tennis Association (OTA) has compiled this Physical Literacy Handbook as a resource for a provincial coaching curriculum that ensures consistency in coach delivery across our community clubs, regions and academies while developing physical literacy through a stage-specific approach for players aged 5 to 12.

It is our intention that through this resource, coaches will be able to create and implement programs that are developmentally appropriate by adhering to the guidelines of the Long Term Athlete Development (LTAD) model for tennis. It is encouraged that all programs and plans follow the coaching philosophy outlined in this resource as it will ensure that all participants are having fun while developing their tennis skills in a low stress, supportive,

positive and safe environment.

This resource is designed to allow coaches to focus more attention on their methodology and

coaching style by providing ‘prescribed’ recommendations for practices and lessons. These programs promote the technical, emotional, mental, social and physical skills of tennis

players which in turn creates an environment participants will be excited

to learn in and eager to return to.

For the purpose of this resource, we have focused on the first 3 stages of the

LTAD (Active Start, FUNdamentals, Developing) which work together to develop

physical literacy.

What Is PhysICal lIteraCy?Physical Literacy is defined as: Individuals who are physically literate move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person (PHE Canada).

PhysIcal lIteracy encompasses the development of basic movement and motor skills in young athletes. This is very important for an athlete’s growth as it provides a solid foundation for children and youth to develop skills, knowledge and attitudes they need in order to engage with poise, confidence, and enjoyment in whatever activity they choose to participate in.

fundamental movement skIllsWhen teaching physical literacy to young athletes, it is not enough to provide a foundation but to go in depth and provide the children with a set of tools that will allow them to become more physically literate by teaching the following: Awareness, Sequencing, Selection and Modification.

Awareness: Being aware of both the space around you and where your body is in context with that space.

Sequencing: Being able to sequence body movements, for example, to run and throw a ball at the same time.

Selection of Movement: Being able to select the best movement necessary.

Modification of Movement: Being able to choose a movement when battling elements like wind and rain.

In conclusion, awareness, sequencing, selection and modification are all vital parts to establish fundamental movement skills for children. All children’s movement skills have to be in context of being aware of the space they are in, being able to select the right movement, the ability to sequence those movements together and the ability to modify movements for the right scenario.

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Having cognitive skills are also an important part of physical literacy. Cognitive skills that are vital to an athlete’s development are: competence, confidence, motivation and comprehension.

ComPetenCe: The ability to perform a movement successfully and/or efficiently.

ConfIdenCe: Built on a fun and challenging pathway mixed with successes and failures.

motIvatIon: The desire to keep practicing, playing and growing as an athlete.

ComPrehensIon: The capacity of the mind to perceive and understand the movements being executed.

The foundations of developing cognitive skills are intertwined within each other. In order to get to the end goal of comprehension, one must first be competent when being instructed what movement to perform. Next comes confidence, having the knowledge and tools to successfully complete the movement. Once a child can move confidently, they will be motivated to perform the movement again which brings us back to our end goal of comprehension.

ComPetenCe

ConfIdenCe

motIvatIon

ComPrehensIon CognitiveSkillS

CognItIve sKIlls

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Who benefIts?Coaches and tennis program coordinators who are working with athletes in the physical literacy development streams will benefit from this resource as it will allow them to ensure that well-rounded practices and programs are delivered across the province. Following this approach, coaches can create programs and training sessions that are appropriate for the development stage of each player. It is recommended that all coaches follow a participant-centered approach to their coaching methodology, empowering the player to make decisions within practices and/or matches. This way young athletes begin to practice making their own decisions, something they will have to do when on court.

The following diagram illustrates Tennis Canada’s Coaching Development System. Coaches have the opportunity to mentor beginner level tennis players when they successfully attain their Instructor status. After becoming an Instructor, the next step in becoming a certified coach is to become a Club Professional 1. After successfully attaining that certification you can then filter into the “Coaching” stream or continue on in the “Club Professional” stream. The Instructor and Club Professional stream courses are delivered by the Provincial Tennis Associations. Courses in the Coach stream are delivered by Tennis Canada. Those who wish to coach provincial and national level tennis players must go into the “Coach” stream.

COACHING DEVELOPMENT SYSTEM

Certification

RECOGNITION OF COACHING COMPETENCE | Experienced Coaches & Former Players

1. 2.

3.

INSTRUCTORNCCP Context: Instructor - Beginner

LTDA Stage “FUNdamentals”

TPA MEMBERSHIP(Annual)

PROFESSIONAL DEVELOPMENT

(Ongoing)

TPA Conferences, Workshops & Seminars

Next Level / AuditingCertification Courses

TDC Club Visits

NCCP Multi Sport Modules

Wheelchair Instructor Workshop

High Performance Mentor Program

Online Education

Other National / InternationalWorkshops

CLUB PROFESSIONAL 1 NCCP Context: Intro to Competition

LTDA Stage “FUNdamentals” & Developing

CLUB PROFESSIONAL 2NCCP Context: TBD

LTDA Stage “Tennis for Life”

COACH 2NCCP Context: Intro to Competition - Advanced

LTDA Stage “FUNdamentals” & Developing

CLUB PROFESSIONAL 3NCCP Context: TBD

LTDA Stage “Tennis for Life”

COACH 3NCCP Context: Competition - Development

LTDA Stage “Consolidating”

COACH 4LTDA Stage “Learning to Perform” & LTDA Stage “Learning to be a Pro”

COACH 5LTDA Stage “Living as a Pro”

(3 Requirments to Maintain Active Status)

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1. buIld a solId foundatIonBy providing diverse opportunities for physical activity, kids will learn many different movement skills which in turn can be transferred to a variety of sports. This will increase their athletic abilities, resulting in staying active and participating in different sports.

2. PhysICal benefItsBy playing many different sports kids will develop flexibility, core stability, strength, stamina, power and speed while improving their overall physical conditioning levels.

3. Injury PreventIonThe possibility of injuries increase when a child plays only one sport as repetitive movements can strain their body and affect the development of muscles.

4. develoPIng sKIlls In lIfe and sPortWhen being put in different sport environments, kids will develop important skills like problem-solving, effective communication, teamwork and being able to work independently. Playing different sports at a young age can also help build competence, confidence, self-esteem and character!

Many complementary sports can provide young athletes with a wide range of movement skills that can be beneficial for tennis or any sport he/she chooses to pursue.

the coach, parent or club should promote full physical literacy by encouraging the development of fundamental movement skills and fundamental sport skills on land, water, on ice and on snow. each one of these elements bring something different to the development of a child’s athleticism.

ComPlementary sPorts:The eight stages of the tennis LTAD model are based on this concept of complementary sports. Physical literacy focuses on a holistic approach to athlete development while following the Long-Term Athlete Development model to support the development of sport specific skills. Top athletes in every sport are almost always well rounded athletes and are less prone to physical injuries and more equipped with better mechanics due to a higher level of physical literacy. Sport specific specialization is not recommended until the age of 12 as tennis players can benefit from learning movements and skills from different sports. Being involved in multiple sports and a variety of physical activities provides four essential benefits to your child’s physical and athletic development:

ComPlementary sPorts movements Performed

soccer learn to run, kick, jump, change direction

skiing learn to balance, move in air

gymnastics learn to balance, jump, hop, run, change direction

basketball learn to run, jump, catch, shuffle, throw

track and field learn to run, jump, hop

dance learn to balance, hop, twirl

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dIfferentIal learnIngThe LTAD emphasizes well-rounded athlete development via four key components: physical; technical/tactical; social/emotional; psychological/mental. Each component reflects various facets of a player’s development.

Children develop physical literacy at different rates and can vary based on the child’s age, gender and maturity level. This chart provides the basic framework for coaches to work within. Keep in mind the needs of each player will change accordingly. Some players will need minimal added support while others will require much more applied and specific support.

aCtIve startages: 0-5

fundamentals ages: 5-8

develoPIngages: 9-12

PhysICal

• still developing gross motor skills• need variety of different physical activities• still developing vision

sKIlls to develoP:• agility• static and dynamic balance• simple and complex coordination• speed• Change of direction

• more fluent and well developed skills• need a variety of different physical activities • better able to judge depth

sKIlls to develoP:• running forward and backward• throwing overhand• Catching with one hand• Core strength• reaction and tracking skills

• growing rapidly and get tired easily• Will take time for muscle development to

catch up with bone growth

sKIlls to develoP:• Complex coordination• linear and multi-directional speed• flexibility• strength equivalent to own body weight• endurance

teChnICal / taCtICal

• use of proper grip (continental, eastern, western, semi-western)

• Preparation and swing path• learning basic footwork patterns and

stances• developing consistency

• developing more advanced stroke technique• greater court coverage• developing high percentage patterns from

baseline• developing control of the ball with improved

pace, spin, height and depth.

• have correct grips and swing paths for all strokes

• higher level of spin, pace and control• ability to defend• Continued development of power and

consistency.

soCIal / emotIonal

• need to have fun and be active• need and seek adult approval• are happy with parents near by• enjoy taking responsibility for simple tasks• Can share with and help others

• need to have fun and be active• are appreciative of adult opinions• more independent• need to feel successful• are interested in and inspired by people they

like• aware of who they like and dislike

• Improving in self confidence• beginning to realize other players have more

ability• friends are now most important of all

PsyChologICal / mental• able to concentrate for short span (age plus

two minutes)• able to follow simple instructions• Can understand simple rules

• more self-reliant and able to solve problems• learn visually• able to understand concept of winning and

losing• Can make more decisions and choices• able to verbalize opinions and ideas

• able to concentrate for longer spans• Can set short and long term goals• understand responsibility and leadership• Can make decisions and have more self-

discipline

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aCtIve startages: 0-5

fundamentals ages: 5-8

develoPIngages: 9-12

PhysICal

• still developing gross motor skills• need variety of different physical activities• still developing vision

sKIlls to develoP:• agility• static and dynamic balance• simple and complex coordination• speed• Change of direction

• more fluent and well developed skills• need a variety of different physical activities • better able to judge depth

sKIlls to develoP:• running forward and backward• throwing overhand• Catching with one hand• Core strength• reaction and tracking skills

• growing rapidly and get tired easily• Will take time for muscle development to

catch up with bone growth

sKIlls to develoP:• Complex coordination• linear and multi-directional speed• flexibility• strength equivalent to own body weight• endurance

teChnICal / taCtICal

• use of proper grip (continental, eastern, western, semi-western)

• Preparation and swing path• learning basic footwork patterns and

stances• developing consistency

• developing more advanced stroke technique• greater court coverage• developing high percentage patterns from

baseline• developing control of the ball with improved

pace, spin, height and depth.

• have correct grips and swing paths for all strokes

• higher level of spin, pace and control• ability to defend• Continued development of power and

consistency.

soCIal / emotIonal

• need to have fun and be active• need and seek adult approval• are happy with parents near by• enjoy taking responsibility for simple tasks• Can share with and help others

• need to have fun and be active• are appreciative of adult opinions• more independent• need to feel successful• are interested in and inspired by people they

like• aware of who they like and dislike

• Improving in self confidence• beginning to realize other players have more

ability• friends are now most important of all

PsyChologICal / mental• able to concentrate for short span (age plus

two minutes)• able to follow simple instructions• Can understand simple rules

• more self-reliant and able to solve problems• learn visually• able to understand concept of winning and

losing• Can make more decisions and choices• able to verbalize opinions and ideas

• able to concentrate for longer spans• Can set short and long term goals• understand responsibility and leadership• Can make decisions and have more self-

discipline

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KIds’ tennIs struCtureKids’ Tennis introduces the sport of tennis in a fun and interactive way and ensures immediate success for young athletes just learning the game. Using modified tennis equipment (ie: lighter balls and smaller racquets, nets, and court sizes) young players are properly equipped to enjoy longer rallies and learn the fundamentals of the game early on. Using this approach, tennis skills are developed much quicker, allowing for an easy transition to full court tennis and the equipment associated with that level of play.

stage struCture

age ball Courtracket

*(dependent on the size of the player)

scoring options stage description

5-8years

(foam or felt)75% slower than a yellow ball

11-12m (36-39ft) x 5-6m (16-19ft)

net height: 80cm (31.5 in)

up to 23”(43-58cm)*

1 x tiebreakerto 7 or 10

best of 3 tiebreakers to 7

1 x short set to 4

timed matches

at red, slower balls, smaller courts and shorter rackets enable players to play the game from the first lesson. Players start to play fun, team-based matches, and develop good technique and use realistic tactics

8-10years

50% slower than a yellow ball 1-12m (36-39ft) x 5-6m (16-19ft)

net height: 80cm (31.5 in)

23-25”(58-63cm)*

best of 3 tiebreakers to 7

1 x short set to 4

Players move to a larger court, relevant to their size. the ball is slightly faster, but continues to provide an optimal striking zone and the ability to implement advanced tactics. matches are longer than at red, and children play both “team” and “individual” events.

9-10years

25% slower than a yellow ball

full size Court

25-26”(63-66cm)*

1 x short set to 4

best of 3 short sets to 4 (3rd set as

match tiebreaker)

the ball is faster than at orange, but slower and lower bouncing than the yellow ball, helping experienced players to continue to develop good technique and implement advanced tactics. matches are slightly longer than at orange, and both “team” and “individual” events are played.

11years and over

yellow ball

full size Court

26-29”(66-73.7cm)*

any scoring system within the rules of tennis

once players have progressed through the red, orange and green stages, they will usually be ready to train and compete with a yellow ball on the full court.

from 2012, the International tennis federation rules will mandate that 10 and under competition is organized using slower red, orange or green balls on the appropriate sized court, with the appropriate sized racket. Players who begin tennis later (e.g. 9 years or above) are still recommended to begin training and competing at red, before progressing to orange and then green.

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10For more information on Raise the Net, the LTAD and other useful resources, please visit tennisontario.com

Put your ChIld In a PosItIon to suCCeed!Just like many other sports (e.g mini-soccer, t-ball, etc), scaling the game down to the size of the child speeds up the learning process and makes the game more fun.

The colour coded system is fully endorsed by the International Tennis Federation and has been adopted by many countries worldwide.

Imagine a 5 year old soccer player defending a full sized goal.

Imagine a 5 year old trying to shoot hoops on a 10 ft basketball net.

This is the exact same with tennis, if you put a child in a position where the chances to succeed are slim to none, results will be very hard to come by. Your child will then lose interest in the sport because they don’t think they will be able to compete without failure.

red stage: • Aged5+• Afoamora70%slowerballthan

a yellow ball with a red dot is used • Aminicourtwith5.5x11meter

dimensions• Theracquetsizeshouldnot

exceed 23” • Thescoringcaneitherbeatiebreakto7or10oraminisetupto4 games

orange stage:• Aged8+• A50%slowerballthanayellow

ball with an orange dot is used• A¾sizedcourtwith18x23meter

dimensions• Theracquetsizeshouldnotexceed

25”• Thescoringcaneitherbebestof3tiebreaksto7or1minisetto4games

green stage:• Aged10+• A20%slowerballthanayellow

ball with a green dot is used• Afullsizecourtisused• Theracquetsizeshouldnotexceed

25”• Thescoringcaneitherbe1short

set to 4 or best of 3 short sets to 4

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Warm-uP aCtIvItIes:The warm-up is a very important part of playing any sport as it does multiple positive things for your body by:

• Developinggoodhabitsofphysicallypreparingbeforemorerigorousactivity

• Increasesbodytemperatureandheartratetoreduceriskofinjury

• Buildsco-ordination

For starter players, the warm-up should be fun and keep everyone involved active. During the warm-up there must be allotted time given to stretch out muscles and other body parts before taking part in more intense training.

the following are some games and activities you can use during your warm-up:

Court PartsIn this activity, children are asked to put their foot on a part of the court. The purpose of this activity is to get young players familiar with the geography of the tennis court. Once the players are familiar with the parts of the court, the instructor then calls a part and the players run to it.

shadoW stroKesPlayers run along various lines of the tennis court doing specific footwork (run or shuffle) and performing strokes as they are called upon to do (forehands, backhands, volleys and overheads).

tag gamesTag games such as freeze tag, octopus and tree tag to name a few can warm-up the athletes heart rate and introduce an element of competition.

Clean uP your roomIn this activity, all players have a tennis ball to start. The idea of the game is to throw all the balls from your side to the opponent’s side using an overhead throw. If no balls are left on your side, you win the game. This game will raise the heart rate of players in a short amount of time.

for more InformatIon, and to aCCess samPle lesson Plans and drIlls, Please refer to:www.tennisontario.com/pages/tennis-in-schools-lesson-plans-manual www.tpacanada.com/resources/tennis-in-your-community/learn-to-play

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aCtIve start - startIng off rIght!In the Active Start stage, the overall focus is to promote the love of physical activity while laying the foundation for future enjoyment of sport. The young athlete learns to move efficiently emphasizing movement skills such as agility, balance and coordination while participating in a variety of physical activities and most importantly, unstructured play. Physical activity creates neural connections across multiple pathways in the brain, particularly when activities that integrate rhythm are used.

aCtIve start general objeCtIves• Instillaloveforthesportandbeingphysicallyactive(andaspecific

interest in tennis)• Introducetenniswiththeappropriatesizedball,racquetandcourt• Introducehand-eyecoordination(strikinganobject)• Introduce,prioritizeandpromoteawidevarietyoffundamental

movement skills• Promoteself-confidenceinanenjoyable,safeenvironment• Introducefundamentalmovementskills(walking,running,jumping,

wheeling, catching, throwing)• Introducefundamentalmotorskills(agility,balance,coordination,

spatial awareness and reaction speed)

aCtIve start stage guIdIng PrInCIPles• Allphysicalactivityshouldbeinasafe,stimulating,funandenjoyable

learning environment• Programsshoulduseavarietyofmodifiedgamestoemphasizethe

development of fundamental movement and motor skills• Facilitiesandequipmentshouldbemodifiedtoensuresuccessand

enjoyment of the child• Allparticipantsshouldbeactivelyinvolvedandengaged• Activitiesusedshouldemphasizemotorpatternsthatarethebuilding

blocks to facilitate the introduction of sport specific skill acquisition at the next stage of athlete development

aCtIve start PraCtICe objeCtIves

technical/tactical Introduce basic individual techniques, tactical decisions are n/a

Physical develop agility, balance, coordination, spatial awareness and reaction speed

emotional/socialand others

feel comfortable with your surroundings and others

Psychological/mental Create a safe, positive environment that allows kids to fail and succeed

aCtIve start PraCtICe dIstrIbutIon

technical/tactical40%

Physical40%


20%

Psychological/mental

0%

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“I Can rally”


aCtIve start PraCtICe aCtIvItIes:

Players in pairs cooperatively throw underhand back and forth across court or down the line. Team with the longest rally wins. The rally is over when:

The ball bounces twice before a player catches it

The ball goes out of the designated play area or in the net

A player catches the ball but in the air (doesn’t let it bounce)

Keeping the ball in play longer than the opponent through consistency.

PRACTICE ACTIVITY Throw Rally

1. Players must recover to a marker placed in the appropriate recovery position (”home base”).

2. Players must throw and catch the ball in a sideways position.

1. Decrease size of playing area

2. Allow players to stand on the

same side of the net

3. Allow more than one bounce

before player catches the ball

1. Increase the size of playing area2. Throw and catch with dominant

and non-dominant hand

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PRACTICE ACTIVITY Throw Cross Court & Down the Line

Players in pairs cooperatively throw underhand back and forth. One player starts by throwing the ball cross-court then down the line. The other player always throws the ball back to the same corner. The rally is over when:

The ball bounces twice before a player catches it

The ball goes out of the designated play area or in the net

A player catches the ball but in the air (doesn’t let it bounce)

Playing the ball cross-court and down the line to move the opponent.

1. Players must recover to a marker placed in the appropriate recovery position (”Home base”)


1. Decrease size of playing area

2. Allow players to stand on the

same side of the net

3. Allow more than one bounce

before player catches the ball

1. Increase the size of playing area2. Throw and catch with dominant

and non-dominant hand

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KEY: Instructor Player Feeder Hitter Server Returner Drop Down Lines Ball Flight Player MovementTarget

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PRACTICE ACTIVITY Floor Rally with Recovery

Using the red court area players stand at home base (recovery) with one player pushing the ball cross-court then down the line while the other player always pushes back to the same corner. Players continuously exchange the ball along the ground. The rally is over when the ball goes out of the playing area or bounces o� the ground. Players with the longest rally win.

Moving the opponent around by playing the ball cross-court and down the line.

1. Players must always recover using shu�e steps back to centre after pushing the ball.

2. Players are set up sideways when projecting and receiving the ball.3. Ensure players are contacting the ball in front of the leading foot with the

racquet facing target.

1. Allow players to push down the

line or only cross-court.

2. Allow players to stop the ball

before pushing

1. One players pushes cross-court while the other pushes down the line.

2. Increase the number of passes in a specified time (eg. 2 minutes).

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PRACTICE ACTIVITY Floor Rally in the Alley

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Players in pairs cooperatively push the ball back and forth in between the doubles and singles line. Players recovering the ball must stop it before pushing it back. To gain one point players must keep the ball on the ground and the ball must not go out of the doubles alley. Play to a designated number of points. Make sure to practice the backhand side.

Keeping the ball in play through control.

1. Players must use a continental grip.2. Players start from a ready position turning sideways when recovering and

sending the ball.3. Players push the ball with their raquet strings pointing towards their target.4. Players stop and send the ball in front of their front foot while placing

both feet on either the singles or doubles line.

1. Allow players to send ball by

using forehand or backhand

only.

2. Make the playing area shorter.

1. Allow players to alternate between forehand and backhand.

2. Allow players to push the ball without stopping.


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fundamentalslearnIng the fundamentals and havIng fun through ProgressIve tennIs and other sPorts!

During the FUNdamentals stage, the most important focus is to emphasize fun and enjoyment when playing tennis. While participating in other sports to develop fundamental motor skills, the child begins to show a preference for tennis as his/her sport of choice. The child enjoys and acquires basic tennis skills while using progressive equipment and tactics. At the end of this stage, the young athlete is playing with the proper racquet, the right ball and on the appropriately sized court executing the game with basic fundamentals. While this is still an early stage to be solely focused on the competitive stream, the foundation and skill competencies achieved will be a good indicator in regards to the child’s likelihood of possessing the abilities to progress recreationally and competitively.

fundamentals PraCtICe objeCtIves

technical/tactical Introduce basic individual techniques and tactics

Physical develop agility, balance, coordination, spatial awareness and reaction speed

emotional/socialand others Increase confidence on court and with others

Psychological/mental Create a safe, positive learning environment

fundamentals PraCtICe dIstrIbutIon


Physical35%

social15%

Psychological0%

fundamentals general objeCtIves• Furtherdevelopfundamentalmovementskills• Furtherdevelopfundamentalmotorskills• Exploretheoptimalwindowsoftrainabilityforspeedandsuppleness

(flexibility)• Developbasictennisskills(technical/tactical)• Acquirepsychologicalskills(abilitytofocus,emotionalcontrol,positive

attitude, commitment and effort)• Introducetherulesofthegameandtennisethics• Introducedecision-making

fundamentals stage guIdIng PrInCIPles for Parents and CoaChes• Participationshouldbefunandenjoyable• Asafeandstimulatinglearningenvironmentmustbeestablished• Basictennisskillsshouldbeacquiredthroughqualitygroupand

private lessons• Practicesshouldbestructuredusingmodifiedequipmentfor

progressive tennis• Game-basedplayusingprogressivetennisshouldbeincludedregularly• Thedevelopmentoffundamentalmovement,motorandbasictennis

skills should be integrated as a part of all group lessons• Competitionandmatchplayshallbemeaningfulwiththeuseof

progressive tennis • Coaches/Instructorsshouldbecertifiedwithknowledgeofgrowth

and development of children

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fundamental PraCtICe aCtIvItIes

Players are divided into teams of three players (feeder, hitter, catcher). Feeder and hitter start at the same home base on the same side of the net. Feeder starts by tossing the ball underhand gently to their partner who hits a forehand over the net toward the playing area of the catcher. Every time the catcher succeeds in catching the ball after one bounce the team wins a point. Team with the longest rally wins. Make sure players alternate roles. The rally is over when:

Catcher unable to catch the ball after one bounce (double bounce).

Ball goes outside of the designated play area or in the net.

Note: This activity can be done in pairs (feeder & hitter) when more courts are available or with less number of players. Players gain points by sending the ball to a specific area.

Keeping the ball in play and gaining advantage through consistency.

PRACTICE ACTIVITY Feed, Hit & Catch

1. Players must recover to a marker placed in the appropriate recovery position (”home base”).


1. Allow hitter to self-rally before sending ball from a sideways set up position.

2. Allow catcher to catch the ball with two hands.

3. Allow players to stand closer to the net.

1. Use backhand only.2. Alternate one forehand and one

backhand.2. Catcher uses non dominant hand.

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PRACTICE ACTIVITY Groundstroke Feed& Control

Players in pairs cooperatively share a ball using a forehand groundstroke. One player starts by dropping and hitting the ball over the net towards their partner’s play area. Player receiving the ball must catch (trap) the ball on the racquet before dropping and hitting it back to their partner. This counts as one sequence and gains the team one point.

Keeping the ball in play through coordination and consistency.

1. Ensure players have proper grip.2. Ensure players catch and impact point is out in front and body in sideways set up

position. 3. Ensure racquet is facing target.4. Players must recover to home base after every shot.

1. Allow the players to catch the ball using hand only.

2. Allow players to self rally before hitting the ball.

3. Allow player to block the ball with the racquet and catch the ball.

4. Allow players to stand closer to the net.

1. Catch the ball using the racquet only. 2. Use backhand only.3. Alternate forehand and backhand.

Ih

h


“I Can rally”

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“I Can Play PoInts”PLAY ACTIVITY Team Cones

Players are split into two teams (designated by colors, names or numbers). Each team has a base (large cone) placed on the side of the court. Players compete individually against a player from the other team. Players spin for serve and play a game up to 5 or 7 points (alternate serve every 2 points). Once a player wins, they put a small cone on their team’s cone. Players wait for a new opponent from the other team. Keep playing and changing partners for whatever the designated time frame is set by the coach (e.g. 10, 15, 20 minutes). Team with the most cones on their base wins.

Being more consistent than the opponent.

During play, instructor can evaluate the fundamental teaching points and give feedback when needed while maintain flow and fun of play during these games.

1. Allow players to self rally.2. Allow players to use smaller playing

area.

1. Encourage players to win points from the net.

2. Encourage players to hit the open spaces on the court.

P

P

P

P

P

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P P

P P

PP P

P

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PLAY ACTIVITY Tag Team Tennis

Players are divided into teams of two on each team. The first player plays 2 points against an opponent from the opposite team (they serve one point, the opponent serves one point) they then ‘high five’ their partner who comes and plays for 2 points. The score is continuous regardless of which partner plays. Play up to 7 or 10 points. In order to not play the same opponent, one tag team can have players stay for 3 points (while other plays 2).



P P

PP P

P

P P

1. Allow players to drop, bounce & hit the serve.


area.

1. Serve to the opponent’s backhand.2. Encourage players to win points from

the net.


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develoPIng general objeCtIves• Furtherdevelopandconsolidateallfundamentaltenniscompetencies

(technical/tactical) in match play • Developbasicpsychologicalskills(abilitytofocus,emotionalcontrol,

effort/determination, positive attitude)• Developbasiccompetitiveskillsthroughlearningtocopewithbasic

competitive environments• Introducegeneralphysicalpreparationandfurtherdevelop

fundamental motor skills through participation in other sports.• Continuetodevelopdecisionmakingskills

develoPIng stage guIdIng PrInCIPles for Parents, CoaChes and Players• Long-termdevelopmentmusttakeprecedenceovershortterm

results• Individualathletescontinuetopursueindividualgoalsinagroup

training environment• Trainingprogramsarecustomizedbasedondevelopmentageand

optimal windows of trainability (speed, suppleness or flexibility)• Thechildshouldparticipateinawidevarietyofsportsandphysical

activities to develop athleticism• Trainingsessionsmustbewellplannedandstructuredtoensure

that the preparatory period is long enough to develop solid foundations

• Anofficialcompetitionperiodmustbedesignatedandplanned

develoPIng PraCtICe objeCtIves

technical/tactical further develop individual techniques and tactics

Physicalfurther develop agility, balance, coordination,

spatial awareness and reaction speed with and without the racquet


Increase confidence on court, with coaches and others

Psychological/mental Create a positive, challenging learning environment

aCtIve start PraCtICe dIstrIbutIon


Physical20%

social10%

Psychological10%

The focus of this stage is to build physical literacy through continued development of tennis skills moving from progressive tennis to full court during the latter part of the developing stage. During this stage, learning is paramount to further develop and consolidate tennis skills. Participants continue to participate in a variety of sports to develop versatility required to play tennis. In the latter part of this stage, the player will demonstrate competence in the identified physical, technical, tactical and psychological skills that will indicate whether he/she should participate in the competition or recreation stream.

develoPIng stagebeComIng a Well-rounded athlete and buIldIng the full Court tennIs sKIlls requIred to be a Player!

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develoPIng PraCtICe aCtIvItIes

PLAY ACTIVITY No Ad Game

This is a standard game of tennis. This game provides the opportunity to introduce tennis scoring (15, 30, 40) and to use full court (orange or regular). One player serves for the whole game. In each game the regular tennis scoring is used except for the point played at 40-40 (No Ad scoring).

If you are using a full competition orange court the returner gets to choose to play this point on the Deuce or Ad side. If there are more players than courts, each player plays one game and then rotates o� or each pair plays 2 point and rotates o� for 2 points. Make sure players say the score out loud before starting each point.



1. Allow players to drop, bounce & hit the serve.


area.

1. Encourage players to serve to their opponent’s backhand.

2. Encourage players to win points from the net.

P P

P P

P

P P

P

PLAY ACTIVITY Doubles Tennis

Players are in pairs (doubles team). Each team plays one regular scoring game as server and then rotates o�. Returning team becomes the serving team. New team coming on the court will be returning. Ensure every player plays an entire game at every position.

Regular serve and return games should be experienced. Use regular tennis coring (15, 30, 40, Deuce, Advantage).

Working as a team in doubles to be more consistent than their opponents.


P

P PP

P

P

1. Allow players to stay at the baseline.2. Allow players to drop, bounce & hit

the serve.

1. Encourage players to move to the net.2. Encourage players to hit the open

spaces on the court.


“I Can Play PoInts”

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ConClusIonThis resource was designed to assist coaches, parents, clubs and academies, with the planning and delivery of quality learning experiences that support the development of Fundamental Movement Skills related to the sport of tennis. This handbook will help athletes develop the physical literacy skills that are necessary for acquiring the knowledge, skills and attitudes to lead healthy, active lives and enjoying success in all levels of sport participation. With the implementation of this resource we aim to achieve our LTAD vision: a clear integrated pathway; consistency in all coaching programs; and a strong base for all athletes to succeed.

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aCKnoWledgmentsThe OTA appreciates the time and support put into this resource from technical leaders around the world. We would also like to acknowledge the different sport organizations worldwide and their resources referenced in creating this handbook.

ontarIo tennIs assoCIatIonThe Ontario Tennis Association (OTA) is the provincial sport governing body for tennis in Ontario. It is a non-profit organization, incorporated undertheCorporationAct.ItisthelargestprovincialtennisassociationinCanada,boastingmorethan255clubsandover58,000adultandchildtennis players. The OTA promotes participation in tennis as part of a healthy lifestyle and encourages the pursuit of excellence for all players.

www.tennisontario.com

References: Long-Term Athlete Development model (tennis); Kids’ Tennis structure

tennIs CanadaTennis Canada is a non-profit, national sport association responsible for leading the growth, promotion and showcasing of tennis in Canada. Tennis Canada owns and operates the Rogers Cup presented by National Bank and operates junior national training centres/programs in Toronto, Montreal and Vancouver.

www.tenniscanada.com

References: Learn to Play Curriculum

ontarIo trIllIum foundatIonTheOntarioTrilliumFoundation(OTF)isanagencyoftheGovernmentofOntarioandCanada’sleadinggrant-maker.TheFoundation’smissionis to build healthy and vibrant communities throughout Ontario by strengthening the capacity of the voluntary sector, through investments in community-based initiatives.

www.otf.ca

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InternatIonal tennIs federatIon The International Tennis Federation (ITF), the world governing body of tennis, oversees the following areas of the game: administration and regulation; organizing international competition; structuring the game; developing the game; promoting the game.

www.itftennis.com

References:TheITFGuidetoOrganising10&UnderCompetition

ontarIo soCCer assoCIatIonTheOntarioSoccerAssociation(OSA)supportsplayers(andtheirparents),coaches,refereesandadministratorsinbuildingtheBeautifulGamein the province of Ontario.

www.ontariosoccer.net

References: GrassrootsSoccerProvincialCurriculum

CanadIan sPort for lIfe Canadian Sport for Life (CS4L) is a movement that promotes quality sport and physical activity. It is led by Sport for Life Society, a federal not for profit society, and comprises experts from sport, health, recreation and academia who are employed as independent contractors, yet work cooperatively to promote the movement’s goals.

www.canadiansportforlife.ca

References: CS4L LTAD

unIted states tennIs assoCIatIon The United States Tennis Association (USTA) is the national governing body for the sport of tennis and the recognized leader in promoting and developing the sport’s growth on every level in the United States, from local communities to the crown jewel of the professional game, the US Open.

www.usta.com

References: Professional Tennis Registry

1 Shoreham Drive, Suite 200Toronto, ON M3N 3A7tennisontario.com

ONTARIO TENNIS ASSOCIATION

Documents

PHYSICAL LITERACY HANDBOOK - Ota · PHYSICAL LITERACY HANDBOOK For more information on Raise the Net, the LTAD and ... fundamental movement skIlls When teaching physical literacy